(90 minutes)
• Key Documents of the NBPTS; NBPTS Standards, Five Core Propositions, Architecture and Scoring Rubrics.
• How do I read them?
• How can I organize my thinking around them?
• What are they looking for, how can I use them to guide my responses?
• What resources are available
• What cautionary measures are necessary when collaborating with others both online and in person?
• Organizational Tips and Strategies for getting started Information on Candidadte Verifications & Forms... due by end of Dec.
• 180022TEACH
• Navigating the website (if time permits)
Outcomes:
Familiarize and build a crosswalk between the candidates’ practice and the documents of National Board.
Maintain the focus on NBPTS documents as the primary resource.
pens, chart paper, post-it notes, copies of: personal inventory graphic organizer, tic-tac-toe graphic organizer, and scavenger hunt graphic organizer. -Annie
Activities:
1. "Reading Fundamentals for Candidates" - Just curious... This first activity seems like it will be a personal and somewhat of an independent activity for each participant as they each disect the fundamentals. How much time should we allot for reading, analyzing, discussing and answering questions? Im thinking... 30 -45 minutes? Annie Standards- Reading and reflecting on the standards, pay attention to the language of each standard. Read and re-read each standard from the perspective of the portfolio entry and content being taught. Highlight the active verbs as you read, write in the margins what you do to meet them. Jot down gaps you see in your own teaching practice that you need to fill. Record ideas of ways you can stretch yourself beyond what you are currently doing to move towards more meaningful practice towards highly accomplished practice.
Five Core Props- All certificates are based on the five core propositions, a definition of accomplished teaching as determined by the National Board for Professional Teaching Standards. Read them, analyze them, think about them, visualize how they appear in the most accomplished practice, then rate yourself against them. The Five Core Props descrive the big picture and foundation of the National Board process. Highlight key ideas that stand out to you, jot down connections to your teaching practice, and record possible areas for improvements.
Architecture of Accomplished Teaching-The Architecture provides a sequence and structure for planning lessons and assessments that are grounded in knowledge of students. When planning units and lessons to showcase in your portfolio entries, use this diagram to walk through the key elements of lesson design. Use the questions to guide your thinking and planning.
Portfolio Instructions- The Portfolio Instructions can be intimidating before reading it. To make it more manageable, consider the format that all entries in this massive document follow. Consider tabbing the sections or dividing the entries up into four separate notebooks. To assist you in dividing the sections, it is important to note the natural division of sections for each entry as follows:
This year there are two documents for downloading:
Part 1: General Portfolio Instructions- Here you will find information general to all certificate areas. This document is a 79 page download that includes information about policies and guidelines that apply to everyone, and is organized under three phases:
Prepare-This section includes how to study and prepare using the standards and five core props, how to interpret the portfolio entries, and how to gather evidence and use the scoring rubrics to guide your responses.
Develop- This section includes Writing about Your Teaching, Recording Video, Analyzing Student Work, Organizing and formatting, and Managing your time.
Submit- This section helps you to undertand how to pack and ship the box after completing the portfolio components.
Part 2: Certificate Portfolio Instructions- This document includes information specific to your certificate area. It outlines the requirements of each entry and includes the forms and coversheets that should accompany your written commentary. Each Entry is divide into the folllowing sections (for tabbing):
Entry Description, Standards Measured, and Level 4 Rubric
What Do I Need to Do?
Composing Written Commentary
Format Specifications
Selections of Students/Samples and Instructional Materials (as applicable)
Cover Sheets and Forms
Scoring Rubrics- A level 4 Rubric is provided in Part 2: Certificate Portfolio Instructions to guide your written commentary. A more detailed look at Levels 1-3 is provided in the Scoring Guide. This year there are three separate downloads for Scoring information. They are:
Interpreting your Score- is most helpful at the time right before you submit when you want to self-assess your work, or after receiving your results to determine the reasons behind your scores.
Scoring Guide- provides detailed indicators of all rubric levels
Evaluation of Evidence- (formally known as the Notetaking Guide) this is the outline assessors use to gather evidence from your entries. As you attempt to provide clear, consistent, and convincing evidence of your teaching practice, this document can help guide you in self-assessing your written commentary.
At the core of all content, classrooms, and lessons is students. Every activity described and analyzed throughout the written commentary should reflect the students as the core of its focus. We'll
*Provide Graphic Organizers for taking personal inventory of key points, evidence in practice, possible improvements, and next steps for Core Props as well as Standards (pg 9-13 of Mack-Kirschner, 2005).
2. "The Heart and Soul of National Board"- George Raveling on the basics of basketball: "It is about getting the ball, dribbling it down the court and putting it in the hole"..His premise... it's about the basic principles or standards of the chosen practice.
Ask the following questions:
What is at the heart and soul of your work?
What is the most important enduring understanding that you want to live beyond this process?
Using large manipulative Venn Diagrams (Sarah), Copy the cover of each to place in the Venn Diagram... this way they can make notes on them, copy in different colors, and refer back to orignals to clarify what is in each.
How do these all fit together for you? In groups, have participants write a matchbox definition using the five core props, architecture, standards, portfolio
Some will forget one or more pieces, how can you remember? What's going to help you remember?
Show this example of the Heart and Soul of the NB Process: "Accomplished teaching (as defined by the Five Core Propositions) is a complex blend (as provided in the framework of the Architecture of Teaching) of performances (demonstrated in written responses to the Portfolio Prompts) based on a set of standards (outlined in the NBPTS Standards for each certificate area), as articulated by the NBPTS (a nationally known organization with multiple resources to support and encourage accomplished practice)."
What needs to remain at the heart and soul of a candidate's process throughout National Board?
It is understanding that accomplished practice is not accidental.
It is articulating personal teaching behaviors and performances that are identified by the National Board and fully described in multiple support documents
It is aligning what what we do with how students are impacted, using the Standards as reference points for accomplished practitioner decisions
It is describing, analyzing and reflecting on our practice in light of the accomplished profiles as expressed in the standards.
What do CSPs need to portray about the NBPTS documents with candidates in this session?
It is about advocating for standards literacy.
It is about immersing candidates into the NBPTS documents in order to allow their accomplished practice to be illuminated.
It is about personally sharing how the process has changed your practice
It is about providing meaningful opportunities for candidates to talk about and support one another in exploring their practice through this new and sometimes uncomfortable lens.
3.. "Take Personal Inventory"- Give time to open a standard around Knowledge of Students and take a personal inventory around their personal teaching practice.
4."Tic-Tac-Toe...Ready, Set, Go"- Provide some time up front for individuals to get organized with tabs, for this activity. Use a matrix to play a take on Tic Tac Toe with each participant card different, so they will have to collaborate with others to fill their card. This game will require that individuals use the above documents. Where would you go to find? Pose questions that scaffold their involvement with the documents, starting with simple to more complex.(ie. portfolio specific- standards based- rubrics based-core propositions- questions requiring deeper reflection) Put in a question that forces the answer 22TEACH!
Spread all of them out and engage in a scavenger hunt for this "get to know your documents" activity. *** NEED YOUR HELP HERE! START POSTING YOUR IDEAS FOR SCAVENGER QUESTIONS!!
Where will you find a complete listing of all the standards in your certificate area?
Where will you find...
What type of interaction should be shown in your video in entry 2? (teacher to student, student to teacher, or student to student) - Malissa
Where can you find the attestation form?
When is your portfolio due?
What is the difference between the contextual page and the description of the class?
What is the difference between the level 3 and level 4 rubric.
How long should the video be in length?Julie This segues nicely into the organization breakout which comes next.
Where would you find instructions/guidelines for supporting student learning through long-range initiatives?
Where is the Evaluation of Evidence Guide- the text used for self-assessment of porfolios?
Where can you locate information to help you record, analyze, and select an effective video?
Where are the Adult and Student Release forms, required for the video portion of you portfolio(s)? When should these be signed?
Breakout 1: Take Heart
(90 minutes)• Key Documents of the NBPTS; NBPTS Standards, Five Core Propositions, Architecture and Scoring Rubrics.
• How do I read them?
• How can I organize my thinking around them?
• What are they looking for, how can I use them to guide my responses?
• What resources are available
• What cautionary measures are necessary when collaborating with others both online and in person?
• Organizational Tips and Strategies for getting started
Information on Candidadte Verifications & Forms... due by end of Dec.
• 180022TEACH
• Navigating the website (if time permits)
Outcomes:
Heart and Soul Venn Diagram Jen 5/30
Heart and Soul of National Board.docx
- Details
- Download
- 52 KB
Materials needed:
pens, chart paper, post-it notes, copies of: personal inventory graphic organizer, tic-tac-toe graphic organizer, and scavenger hunt graphic organizer. -AnnieActivities:
1. "Reading Fundamentals for Candidates" - Just curious... This first activity seems like it will be a personal and somewhat of an independent activity for each participant as they each disect the fundamentals. How much time should we allot for reading, analyzing, discussing and answering questions? Im thinking... 30 -45 minutes? AnnieStandards- Reading and reflecting on the standards, pay attention to the language of each standard. Read and re-read each standard from the perspective of the portfolio entry and content being taught. Highlight the active verbs as you read, write in the margins what you do to meet them. Jot down gaps you see in your own teaching practice that you need to fill. Record ideas of ways you can stretch yourself beyond what you are currently doing to move towards more meaningful practice towards highly accomplished practice.
Five Core Props- All certificates are based on the five core propositions, a definition of accomplished teaching as determined by the National Board for Professional Teaching Standards. Read them, analyze them, think about them, visualize how they appear in the most accomplished practice, then rate yourself against them. The Five Core Props descrive the big picture and foundation of the National Board process. Highlight key ideas that stand out to you, jot down connections to your teaching practice, and record possible areas for improvements.
Architecture of Accomplished Teaching-The Architecture provides a sequence and structure for planning lessons and assessments that are grounded in knowledge of students. When planning units and lessons to showcase in your portfolio entries, use this diagram to walk through the key elements of lesson design. Use the questions to guide your thinking and planning.
Portfolio Instructions- The Portfolio Instructions can be intimidating before reading it. To make it more manageable, consider the format that all entries in this massive document follow. Consider tabbing the sections or dividing the entries up into four separate notebooks. To assist you in dividing the sections, it is important to note the natural division of sections for each entry as follows:
This year there are two documents for downloading:
Scoring Rubrics- A level 4 Rubric is provided in Part 2: Certificate Portfolio Instructions to guide your written commentary. A more detailed look at Levels 1-3 is provided in the Scoring Guide. This year there are three separate downloads for Scoring information. They are:
At the core of all content, classrooms, and lessons is students. Every activity described and analyzed throughout the written commentary should reflect the students as the core of its focus. We'll
*Provide Graphic Organizers for taking personal inventory of key points, evidence in practice, possible improvements, and next steps for Core Props as well as Standards (pg 9-13 of Mack-Kirschner, 2005).
2. "The Heart and Soul of National Board"- George Raveling on the basics of basketball: "It is about getting the ball, dribbling it down the court and putting it in the hole"..His premise... it's about the basic principles or standards of the chosen practice.
Ask the following questions:
Show this example of the Heart and Soul of the NB Process: "Accomplished teaching (as defined by the Five Core Propositions) is a complex blend (as provided in the framework of the Architecture of Teaching) of performances (demonstrated in written responses to the Portfolio Prompts) based on a set of standards (outlined in the NBPTS Standards for each certificate area), as articulated by the NBPTS (a nationally known organization with multiple resources to support and encourage accomplished practice)."
What needs to remain at the heart and soul of a candidate's process throughout National Board?
What do CSPs need to portray about the NBPTS documents with candidates in this session?
3.. "Take Personal Inventory"- Give time to open a standard around Knowledge of Students and take a personal inventory around their personal teaching practice.
4."Tic-Tac-Toe...Ready, Set, Go"- Provide some time up front for individuals to get organized with tabs, for this activity. Use a matrix to play a take on Tic Tac Toe with each participant card different, so they will have to collaborate with others to fill their card. This game will require that individuals use the above documents. Where would you go to find? Pose questions that scaffold their involvement with the documents, starting with simple to more complex.(ie. portfolio specific- standards based- rubrics based-core propositions- questions requiring deeper reflection) Put in a question that forces the answer 22TEACH!
Spread all of them out and engage in a scavenger hunt for this "get to know your documents" activity.
*** NEED YOUR HELP HERE! START POSTING YOUR IDEAS FOR SCAVENGER QUESTIONS!!